To decompose learning into components, each component must be meaningful relative to the instructional goal. It is easier to learn by breaking down a task, into small parts and to build upon the previous learning. Learning a series of ideas or skills that are strongly tied to their contexts of acquisition, problematising transfer, and knowledge-building.
Reference:
Clark, R., Nguygen , F., & Sweller, J. (2006). Efficiency in learning: Evidence-based guidelines to manage cognitive load. San Francisco: Pfeiffer.
Maton, K. (2009). Cumulative and segmented learning: Exploring the role of curriculum structures in knowledge building. British Journal of Sociology of Education, 30(1), 43-57. Retrieved from www.academia.com/150859
Reference:
Clark, R., Nguygen , F., & Sweller, J. (2006). Efficiency in learning: Evidence-based guidelines to manage cognitive load. San Francisco: Pfeiffer.
Maton, K. (2009). Cumulative and segmented learning: Exploring the role of curriculum structures in knowledge building. British Journal of Sociology of Education, 30(1), 43-57. Retrieved from www.academia.com/150859